TCC Linguagem e Práticas Sociais

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Navegando TCC Linguagem e Práticas Sociais por Autor "Fonsêca, Jéssica de Lima"

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    Jogada perfeita: “vida game” como estratégia de formação de leitores no 6º ano do ensino fundamental
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2025-12-19) Fonsêca, Jéssica de Lima; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; https://lattes.cnpq.br/9445221981244067; Souza, Adriana Nunes de; https://orcid.org/0000-0002-9344-2558; https://lattes.cnpq.br/9445221981244067; Lima, Rosângela Nunes de; https://lattes.cnpq.br/2454422033896336; Santos, Matheus Ferreira dos
    The place of listening in the classroom constitutes a fruitful object for investigation, the reorganization of planning, and meaningful pedagogical interventions, leading many teachers to draw closer to students and to the experiences of adolescence as they seek to expand their intellectual repertoires. With regard to listening mobilized through literary texts, this action begins with the choice of the work, seeking a balance between pleasure and aesthetic experience. The book Vida Game, by Adriana Calabró, is a diary narrated by the voice of an eleven-year-old boy, an age group that corresponds to elementary school students. The narrative metaphorically draws on the universe of games to build comparisons with the protagonist’s life experiences. This study aims to propose a reading activity based on the work Vida Game, establishing semantic connections with the experiences of elementary school students and promoting bonds and constructive experiences with the literary text in the classroom. The justification for this research lies in the need to strengthen the debate on the formation of the literary reader, as well as to present a proposal that can be replicated or adapted in other school contexts. Methodologically, this is a qualitative, theoretical-bibliographic study with a pedagogical focus. Based on Cosson’s (2009) basic sequence, activities will be proposed for the Interpretation stage through the production of a personal letter that articulates literary reading and subjective experience. This proposal is grounded in discussions of Cosson’s (2009) basic sequence, reflections on subjectivity by Michèle Petit (2009), and approaches to literary mediation and listening by Cecília Bajour (2012) and Chambers (2023). It is expected that the activity will deepen students’ relationship with literary texts through the sharing of experiences, fostering a meaningful path that supports the development of literary enjoyment.